Table 2 Frequently used instruments
Dimensions of measurement | Name of instruments (authors) and dimensions of student engagement | Study examples |
|---|---|---|
Perceived teacher support | Learning Climate Questionnaire (LCQ, Williams and Deci, 1996), n = 3 | Personal Best Goals: Do they Mediate the Relationship between Teacher Autonomy Support and Student Engagement? [29] |
Engagement | Online English Learning Engagement (OELE) Survey adapted from Math and Science Engagement Scale (Wang, 2016), n = 2. Student engagement dimensions (Fredricks et al., 2016): - Behavioral engagement - Emotional engagement - Cognitive engagement - Social engagement | Exploring the role of online EFL learners’ perceived social support in their learning engagement: a structural equation model [28]. |
Students’ Engagement VS Disaffection, (Skinner et al., 2008), n = 2. Student engagement dimensions (Skinner et al., 2008) - Behavioral engagement - Emotional engagement - Cognitive engagement | The relationship between perceived teacher support and student engagement among higher vocational students: A moderated mediation model [26]. Personal Best Goals: Do they Mediate the Relationship between Teacher Autonomy Support and Student Engagement? [29] | |
Students engagement during learning activities scale (Reeve & Tseng, 2011), n = 2 Student engagement dimensions: - Behavioral engagement - Emotional engagement - Cognitive engagement - Agentic engagement | Chinese College Students’ Perceived Teacher Autonomy Support and Engagement: A Moderated Mediation Model [30]. | |
Utrecht Work Engagement Scale (UWES), (Schaufeli, 2017), n = 2 Student engagement dimensions (Schaufeli, 2017): - Vigor - Dedication - Absorption | Enhancing emotional health and engagement in Chinese English language learners: an approach from teachers’ autonomy- supportive behavior, teachers’ harmony, and peer support in a two-sample study [35]. |